ELA I Can statements 11-12

The "I Can" statements here are not required for each benchmark. Rather, teachers should select those statements that will facilitate scaffolding and differentiation within their lessons.

Reading Literature

CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• I can define textual evidence ("word for word" support). (K)
• I can define inference and explain how a reader uses textual evidence to reach a logical conclusion ("based on what I've read, it's most likely true that…"). (R)
• I can read closely and find answers explicitly in the text ("right there" answers) and answers that require an inference. (S)
• I can analyze an author's words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. (R)
• I can determine places in the text that leave matters uncertain (e.g., when the reader must draw his or her own conclusions or assumptions). (R)

Key Vocabulary

• textual evidence
• analyze
• inference
• explicity

CCSS.ELA-Literacy.RL.11-12.2
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 the text.

• I can define theme. (K)
• I can analyze plot to determine two or more themes. (R)
• I can determine how multiple themes in a text develop and interact to build on one another and produce a complex account. (R)
• I can define a summary. (K)
• I can compose an objective summary stating the key points of the text without adding my own opinions or feelings. (P)

Key Vocabulary

• theme
• central idea
• complex account
• summary
• objective

CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

• I can identify elements of a story or drama (e.g., setting, events characters). (K)
• I can analyze how elements of a story or drama are developed and/or interrelated. (R)
• I can analyze the impact of an author's choices in presenting elements of a story or drama. (R)

Key Vocabulary

CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

• I can define and identify various forms of figurative language. (K)
• I can distinguish between literal language and figurative language. (K)
• I can recognize the difference between denotative and connotative meanings. (K)
• I can analyze how an author's choice of specific words evokes a particular meaning or tone in a text and how using language in a new way creates an engaging overall effect. (R)
• I can analyze how specific word choices build on one another to create a cumulative (collective) impact on the overall meaning and tone of a text. (R)

Key Vocabulary

• figurative language
• literal language
• denotation
• connotation

CCSS.ELA-Literacy.RL.11-12.5
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) contribute to its overall structure and meaning as well as its aesthetic impact.

• I can determine how an author chose to structure specific parts of a text. (R)
• I can analyze specific parts of text and explain how the individual parts fit into the overall structure. (R)
• I can analyze how an author's choice of structuring specific parts of a text affects the overall meaning. (R)
• I can analyze how an author's choice of structuring specific parts of a text creates an aesthetic impact. (R)

Key Vocabulary

• text structure
• aesthetic

CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

• I can analyze an author's point of view in a text. (K)
• I can analyze words stated directly in a text and determine when an author is requiring the reader to make an inference as to what is really meant. (R)
• I can recognize when authors use literary techniques to shape the content and style of a text. (R)

Key Vocabulary

• point of view
• satire
• sarcasm
• irony
• understatement

CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

• I can identify multiple interpretations of the same source text. (K)
• I can analyze how authors interpret a source text in different mediums. (R)
• I can evaluate various works that have drawn on or transformed the same source material and explain the varied interpretations of different authors. (R)

Key Vocabulary

• medium

CCSS.ELA-Literacy.RL.11-12.9
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.

• I can identify various foundational works of American literature from different time periods. (K)
• I can identify two or more texts from the same time period that contain similar themes or topics. (K)
• I can analyze how authors of two or more texts from the same time period treat similar themes or topics. (R)
• I can analyze how the point of view of an author impacts his or her approach to a theme or topic found in a particular time period. (R)

Key Vocabulary

• foundational works

CCSS.ELA-Literacy.RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

• I can recognize when the text I am reading is too easy or too difficult for me. (K)
• I can determine reading strategies that will help me comprehend difficult texts. (S)

Key Vocabulary

• reading strategy
• comprehension

Reading Informational Text

CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• I can define textual evidence. (K)
• I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. (R)
• I can read closely and find answers explicitly in text and answers that require an inference. (S)
• I can analyze an author's words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. (R)
• I can determine places in the text that leave matters uncertain. (R)

Key Vocabulary

• textual evidence
• analyze
• inference
• explicit

CCSS.ELA-Literacy.RI.11-12.2
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 the text.

• I can define a central idea. (K)
• I can determine two or more central ideas of a text. (R)
• I can determine how two or more central ideas of a text interact and build on one another to develop a text with complex meaning. (R)
• I can analyze how central ideas develop over the course of a text. (R)
• I can compose an objective summary stating the key points of the text without adding my own opinions or feelings. (P)

Key Vocabulary

• central idea

CCSS.ELA-Literacy.RI.11-12.3
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.

• I can determine a complex set of ideas or sequence of events conveyed in a text. (R)
• I can analyze how specific individuals interact and develop within a complex set of ideas or sequence of events. (R)
• I can analyze how specific ideas interact and develop within a complex set of ideas or sequence of events. (R)
• I can analyze how specific events interact and develop within a complex set of ideas or sequence of events. (R)

Key Vocabulary

CCSS.ELA-Literacy.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

• I can define and identify various forms of figurative language. (K)
• I can distinguish between literal language and figurative language. (K)
• I can recognize the difference between denotative meanings and connotative meanings. (K)
• I can recognize words that have technical meaning and understand their purpose in a specific text

Key Vocabulary

• figurative language
• literal language
• denotation
• connotation
• technical meaning
• refine

CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

• I can determine how an author chose to structure his or her exposition or argument (R)
• I can analyze the structure of an author's exposition or argument and evaluate whether the structure is effective. (R)
• I can determine if an author's structure is effective in making his or her points clear, convincing, and engaging. (R)
• I can evaluate how an author's choice of structure impacts his or her audience. (R)

Key Vocabulary

• exposition

CCSS.ELA-Literacy.RI.11-12.6
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.

• I can define point of view as how the author feels about the situation/topic of a text. (K)
• I can determine an author's point of view and explain his or her purpose for writing the text. (R)
• I can define rhetoric—a technique an author uses to persuade a reader to consider a topic from a different perspective. (K)
• I can identify when an author uses rhetoric and analyze how the rhetoric strengthens his or her point of view or purpose. (R)
• I can analyze how the author's style and content contribute to the power, persuasiveness, or beauty of the text. (R)

Key Vocabulary

• point of view
• purpose
• rhetoric

CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

• I can identify multiple sources of information presented in different media or formats as well as in words to assist me in addressing a question or solving a problem. (K)
• I can evaluate information I have gathered and determine its effectiveness in assisting me to address a question or solve a problem. (R)
• I can integrate effective information I have gathered to answer a question or solve a problem. (S)

Key Vocabulary

• integrate

CCSS.ELA-Literacy.RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. 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).

• I can determine the purpose behind the creation of seminal U.S. texts. (R)
• I can identify constitutional principles and/or legal reasoning found in seminal U.S. texts. (K)
• I can delineate (outline) and evaluate the application of constitutional principles and the use of legal reasoning in seminal U.S. texts. (P)
• I can identify the premises, purposes, and arguments found in words of public advocacy. (K)
• I can delineate (outline) and evaluate the premises, purposes, and arguments found in works of public advocacy. (P)

Key Vocabulary

• seminal U.S. text
• constitutional principle
• work of public advocacy

CCSS.ELA-Literacy.RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

• I can identify various foundational U.S. documents of historical and literary significance from different time periods. (K)
• I can identify themes, purposes, and rhetorical features used in various foundational U.S. documents of historical and literary significance. (K)
• I can analyze how different foundational U.S. documents utilize themes (e.g., freedom, independence, equality). (R)
• I can analyze how different foundational U.S. documents utilize rhetorical features. (R)

Key Vocabulary

• foundational U.S. document
• rhetorical feature

CCSS.ELA-Literacy.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

• I can recognize when the text I am reading is too easy or too difficult for me. (K)
• I can determine reading strategies that will help me comprehend difficult texts. (S)

Key Vocabulary

Writing

CCSS.ELA-Literacy.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• I can analyze substantive (influential) topics or texts to determine an argument that causes or has caused a debate in society. (R)
• I can choose a side of the argument; identify precise, knowledgeable claims; and establish the significance of the claim(s). (S)
• I can identify alternate or opposing claims that counter my argument. (K)
• I can organize claims, counterclaims, reasons, and evidence into a logical sequence. (S)
• I can anticipate my audience's knowledge level, concerns, values, and possible biases and develop my claims and counterclaims by pointing out the most relevant strengths and limitations of both. (S)
• I can present my argument in a formal style and objective tone. (P)
• I can create cohesion and clarify relationships among claims and counterclaims using transitions as well as varied syntax. (P)
• I can provide a concluding statement/section that supports my argument. (P)

Key Vocabulary

• claim
• counterclaim
• syntax

CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• I can choose a topic and identify and select the most significant and relevant information to develop and share with my audience. (S)
• I can define common organizational/formatting structions and determine the structure or structures that will allow me to organize my complex ideas so that each new element builds on what precedes it. (R)
• I can analyze the information; identify domain-specific vocabulary for my topic; incorporate techniques such as metaphor, simile; and organize information into broader categories using my chosen structure or structure(s). (R)
• I can present my information maintaining an objective tone and formal style that includes an introduction that previews what is to follow, supporting details, varied transitions and syntax (to clarify and create cohesion when I move from one idea to another), and a concluding statement/section that supports the information presented. (P)

Key Vocabulary

• organizational structure
• formatting structure
• domain-specific vocabulary
• syntax

CCSS.ELA-Literacy.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• I can define narrative and describe the basic parts of plot. (K)
• I can engage the reader by introducing one or more point(s) of view, the narrator (first, second, or third person point of view), characters, setting, and a problem, situation, or observation and its significance.
• I can use narrative techniques to develop experiences, events, and/or characters. (S)
• I can use descriptive words and phrases that reveal details, appeal to the senses, and help convey a vivid picture of the experiences, events, setting, and/or characters. (S)
• I can sequence events and signal changes in time and place by using transition words, phrases, and clauses to show the relationship among experiences and events.
• I can create a coherent whole and build toward a particular tone and outcome using a variety of techniques. (P)
• I can write a logical conclusion that reflects on the experiences/events and provides a sense of closure. (P)

Key Vocabulary

• narrative
• point of view
• coherent

CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• I can identify the writing style that best fits my task, purpose, and audience. (K)
• I can use organizational/formatting structures (graphic organizers) to develop my writing ideas. (S)
• I can composes a clear and logical piece of writing that demonstrates my understanding of a specific writing style. (P)

Key Vocabulary

• writing style
• task
• purpose
• audience

CCSS.ELA-Literacy.W.11-12.5
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.

• I can use prewriting strategies to formulate ideas. (S)
• I can recognize that a well-developed piece of writing requires more than one draft. (K)
• I can apply revision strategies with the help of others. (S)
• I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc.
• I can analyze my writing to determine if my purpose and audience and have been fully addressed and revise when necessary. (R)
• I can prepare multiple drafts using revisions and edits to develop and strengthen my writing. (P)
• I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach. (R)

Key Vocabulary

• revision strategy
• edit
• purpose
• audience

CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

• I can identify technology that will help me produce, publish, and update my individual or shared writing products. (K)
• I can determine the most efficient technology medium to complete my writing task. (R)
• I can respond to ongoing feedback and/or new arguments or information to produce, publish, and update my writing projects. (S)

Key Vocabulary

• feedback

CCSS.ELA-Literacy.W.11-12.7
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.

• I can define research and distinguish how research differs from other types of writing. (K)
• I can focus my research around a problem to be solved, a central question that is provided, or a self-generated question I have determined. (S)
• I can choose several sources and synthesize information to answer my research inquiry. (S)
• I can determine if I need to narrow or broaden my inquiry based on the information gathered. (R)
• I can create a research paper/project to demonstrate understanding of the subject under investigation. (P)

Key Vocabulary

• research
• central question
• synthesize

CCSS.ELA-Literacy.W.11-12.8
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.

• I can determine the credibility of a source by reviewing who wrote it, when it was written, and why it was written. (R)
• I can assess the strengths and limitations of my sources to determine those that are most appropriate for my task, purpose, and audience, avoiding over-reliance on any one sources. (S)
• I can use advanced searches with multiple authoritative print and/or digital sources effectively to gather information needed to support my research. (S)
• I can define plagiarism. (K)
• I can avoid plagiarism by paraphrasing and/or summarizing my research findings. (S)
• I can determine when my research data or facts must be quoted and integrate the information into my text to maintain the flow of ideas. (S)
• I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quoted in my writing. (K)

Key Vocabulary

• credibility
• overreliance
• advanced search
• plagiarism
• paraphrase
• authoritative point

CCSS.ELA-Literacy.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can define textual evidence. (K)
• I can determine textual evidence that supports my analysis, reflection, and/or research. (R)
• I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research. (P)

Key Vocabulary

• textual evidence
• analysis
• reflection
• research

CCSS.ELA-Literacy.W.11-12.10
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.

• I can determine a writing format/style to fit my task, purpose, and/or audience. (R)
• I can recognize that different writing tasks require varied time frames to complete. (R)
• I can write for a variety of reasons. (P)

Key Vocabulary

• writing format
• writing style
• task
• purpose
• audience

Speaking and Listening

CCSS.ELA-Literacy.SL.11-12.1
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.

• I can review and/or research material(s) to be discussed and determine key points and/or central ideas. (S)
• I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue. (P)
• I can work with peers to define the rules and roles necessary to promote civil, democratic discussions and decision-making. (S)
• I come prepared with key points and textual evidence to contribute to a discussion and stimulate a thoughtful well-reasoned exchange of ideas. (S)
• I can participate in a discussion by posing questions that connect the ideas of several speakers, responding to questions, and elaborating on my own ideas and/or the ideas of others to ensure a full range of positions on a topic or issue. (S)
• I can propel conversations by clarifying, verifying, or challenging ideas and conclusions to promote divergent and creative perspectives. (S)
• I can respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence; resolve contradictions when possible; and determine when additional information or research is required. (S)

Key Vocabulary

• civil
• democratic discussion
• synthesize

CCSS.ELA-Literacy.SL.11-12.2
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.

• I can identify various purposes for presenting information to a reader or audience. (K)
• I can analyze the information presented in diverse media and formats and integrate the information in order to make informed decisions and solve problems. (R)
• I can evaluate the credibility and accuracy of various presentations and note any discrepancies. (S)

Key Vocabulary

• discrepancy

CCSS.ELA-Literacy.SL.11-12.3
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.

• I can define a point of view as how the speaker feels about the situation/topic being presented. (K)
• I can determine a speaker's point of view and explain his or her reasoning. (R)
• I can define rhetoric (a technique used to persuade a listener to consider a topic from a different perspective). (K)
• I identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his or her point of view or purpose. (R)
• I can assess the stance, premises, links among ideas, word choice, points of emphasis, and tone used by the speaker. (S)

Key Vocabulary

• point of view
• rhetoric

CCSS.ELA-Literacy.SL.11-12.4
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, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

• I can present information, findings, and/or supporting evidence clearly, concisely, and logically to convey a clear and distinct perspective.
• I can present my information in a sequence that allows the listener to follow my line of reasoning. (S)
• I can address alternative or opposing perspectives in my presentation. (S)
• I can prepare a presentation with organization, development, substance, and style that are appropriate to the purpose, task, audience, and a range of formal and informal tasks. (P)

Key Vocabulary

• line of reasoning
• perspective
• task
• purpose
• audience

CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• I can identify the parts of my presentation, including findings, reasoning, and evidence, that could use clarification, strengthening, and/or additional interest. (K)
• I can integrate appropriate digital media in a strategic manner to improve my presentation. (S)

Key Vocabulary

• digital media

CCSS.ELA-Literacy.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)

• I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal). (K)
• I can determine speaking tasks that will require a formal structure. (R)
• I can compose a formal speech that demonstrates a command of grades 11-12 Language standards. (P)

Key Vocabulary

• formal
• informal

Language

CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• I can recognize the conventions of Standard English usage can change over time. (R)
• I can recognize that certain standard English usage can be contested, and individuals can dispute what is correct or proper. (R)
• I can consult reference materials to resolve issues of complex or contested usage of standard English. (S)

Key Vocabulary

• convention
• contested

CCSS.ELA-Literacy.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• I can determine when to capitalize words. (K)
• I can apply common hyphenation conventions. (S)
• I can recognize that there are many different rules concerning hyphens and use resources to assist me in hyphenating correctly. (R)
• I can identify misspelled words and use resources to assist me in spelling correctly. (S)

Key Vocabulary

• hyphen
• convention

CCSS.ELA-Literacy.L.11-12.3
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.

• I can identify how language functions in different contexts. (K)
• I can analyze the context of various texts and determine how language choice affects meaning, style, and comprehension. (R)
• I can explain that syntax refers to how words are arranged to form sentences. (K)
• I can identify regular/normal syntax. (K)
• I can identify irregular/varied syntax. (K)
• I can write using varied syntax and consult references for guidance as needed. (S)
• I can recognize that writers creatively use irregular/varied syntax to convey imagery, to create rhyme scheme, to emphasize ideas, etc. (R)

Key Vocabulary

• syntax

CCSS.ELA-Literacy.L.11-12.4
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.

• I can infer the meaning of unknown words using context clues. (R)
• I can recognize and define common affixes and roots. (K)
• I can break down unknown words into units of meaning to infer the definition of the unknown word. (S)
• I can use patterns of word changes to determine a word's meaning or part of speech. (S)
• I can verify my inferred meaning of an unknown word, its part of speech, its etymology, and/or its standard usage by consulting general and specialized reference materials. (K)

Key Vocabulary

• affix
• root
• etymology

CCSS.ELA-Literacy.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• I can define and identify various forms of figurative language. (K)
• I can interpret figures of speech and analyze their overall role in the text. (R)
• I can recognize word relationships and use the relationships to further understand multiple words. (R)
• I can recognize the difference between denotation and connotation. (K)
• I can analyze how certain words and phrases that have similar denotations can carry different nuances. (R)

Key Vocabulary

• figure of speech
• word relationships
• denotation
• nuance

CCSS.ELA-Literacy.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• I can recognize the difference between general academic words and phrases and domain-specific words and phrases.
• I can acquire and use college and career readiness level academic and domain-specific words and phrases to demonstrate proficiency in reading, writing, speaking, and listening.
• I can consider vocabulary knowledge including denotation, nuance, etymology, etc., and determine the most appropriate words or phrases to express overall meaning. (S)
• I can gather vocabulary knowledge independently when considering a word or phrase important to comprehension or expression. (S)

Key Vocabulary