and developed). Ex. Explain how the character’s feelings change throughout the story. Ex. Explain how the character’s leadership changes over the course of the story. EERL.11-12.3. Describe a character. Ex. Select several words from an AAC device that describe the character. Ex. Using a graphic organizer, record words that describe a character. EERL.11-12.3. Identify a word that describes a character. Ex. Identify a word from a list of adjectives that describes the character. Craft and Structure. 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.) EERL.11-12.4. Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning. EERL.11-12.4. Give two or more examples of how the author’s choices of words and phrases impact the meaning(s) and tone of the story. Ex. Select examples from the story and explain how the words or phrases impact meaning. Ex. Choose words or phrases that would change the story if multiple meaning words were substituted. EERL.11-12.4. Determine how words or phrases with multiple meanings have an impact on meaning or tone of a text. Ex. Interpret word meanings within a passage according to connotation (tone, emotion) or context. Ex. Locate an example that shows how the author’s choice of words impacts the meaning and tone of the story. EERL.11-12.4. Identify meaning of multiple meaning words as they are used in a text. Ex. Identify the meaning of sink and crash when they are used in a book to
supports the argument presented. 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. 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 formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting EEW.11-12.2. Write to share information supported by details. Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate. Develop the topic with relevant facts, details, or quotes. EEW.11-12.2.a-b. Write to convey ideas and information using clear organization and including facts, details, and other information as well as graphics and multimedia as needed. Ex. Research a topic of interest and write about it using evidence from several texts. Ex. Write about a topic of interest drawing on evidence from several websites and incorporating graphics to support meaning. Ex. Write about an assigned topic including three or more facts or concrete details drawn from multiple sources. EEW.11-12.2.a-b. Write to convey ideas and information including facts, details, and other information as well as graphics and multimedia as needed. Ex. Write a short report for a class including illustrations or clipart to support understanding. Ex. Write to describe a school sporting event saying who was involved (coach, team, kids) and what happened (hard game, we won). EEW.11-12.2.a-b. With guidance and support, write to convey ideas and information. Ex. Given choices and a variety of writing tools, complete a writing sample about a given subject or topic. Ex. Organize three topically related pictures from a choice of several, and with teacher guidance and support as needed, write about a preferred topic using the pictures to guide thinking, word prediction software to
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. EEW.11-12.2.e. N/A 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). EEW.11-12.2.f. Provide a closing or concluding statement. 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. Engage and orient the reader by setting out a problem, situation, or EEW.11-12.3. Write about events or personal experiences. Write a narrative about a problem, situation, or observation including at least one character, details, and clearly EEW.11-12.3.a-c. Introduce an experience or situation including multiple characters and the description of multiple events in sequence. Ex. Provide an introduction of a problem, situation, or event; introduce multiple characters; and use simple sentences to write about multiple events. Ex. After reading and discussing a non-fiction text, write a summary about an event, the situation, the actors, and the actions. EEW.11-12.3.a-c. Introduce an experience or situation, at least one character, and describe multiple events in sequence. Ex. Provide an introduction of a problem, situation, or event; introduce the
write about a vacation, selecting pictures of the people who went (mom, dad, and me) and events (beach, swimming, and fishing). Ex. Use words or symbols provided by the teacher to write about daily events. Ex. Having seen a photo from a field trip, use a multi-message device to communicate about the experience (Go farm. Happy.), which the teacher will write below the photo and read aloud as the student observes. Ex, With teacher guidance and support as needed throughout every step of the process: select three digital photos of a recent field trip, brainstorm words and ideas about what happened with a small group of peers, entering the ideas in a graphic organizer, convert the graphic to a text outline, and write under each picture what happened, using word prediction software with a topic dictionary related to the experience and a talking word processor. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. EEW.11-12.3.d. Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the EEW.11-12.3.e. Provide a closing.
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. research, reflection, and revision) for a range of tasks, purposes, and audiences. Ex. Complete documents important for career (e.g., job applications, letter of introduction, resume). Ex. Use online, interactive writing environments to write entries, comments, and questions about shared interests. EEW.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences. Ex. Keep a journal. Ex. Correspond regularly with a pen pal or e-pal. Ex. Complete in-class assignments. EEW.11-12.10. Write routinely for a range of tasks, purposes, and audiences. Ex. Using word prediction software, a topic-specific dictionary, and a talking word processor, write notes to the school principal and the teacher about an upcoming event. Ex. Using word prediction software, a topic-specific dictionary, and a talking word processor, complete a short research report and then review and revise it. Ex. With word prediction software, write labels to go with a display for a group research project. EEW.11-12.10. With guidance and support, write for a variety of purposes and audiences. Ex. Given a variety of adaptive writing tools, participate in group writing projects. Ex. After shared reading of an informational passage and nodding to agree
EESL.11-12.5. Assist with media presentation. Ex. Indicate approval of images a peer has selected to include in a media presentation. Ex. Use a switch to make a presentation prepared with a group of peers. 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 for specific expectations.) EESL.11-12.6. Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate. EESL.11-12.6. Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate. Ex. Shift from informal communication with peers during a discussion to speaking in complete sentences when the teacher asks for a summary of the discussion. Ex. During lunch, adapt from informal, telegraphic speech when communicating with peers (e.g., holds up milk carton and says, “help”) to complete sentences when an adult stops to ask a question (e.g., “We can go now.”). Ex. During a discussion, speak in complete sentences to share prepared information and shift to informal language to respond to follow-up questions from peers. EESL.11-12.6. Communicate in a variety of contexts and tasks using complete sentences when asked. Ex. Expand one-word response to a complete sentence when asked (e.g., The student says, “more” and expands it to say, “I want more.” when asked.). Ex. Using a multiple message voice output device to expand a one-word response to a complete sentence when asked (e.g., The student says, “bad class,” and expands it to say, “The class was bad.” when asked to say it in a complete sentence.).
EESL.11-12.6. Communicate in a variety of contexts. Ex. When working with peers, eye gaze to choices offered by peers to make choices and contribute. Ex. When working with a related services provider, select a symbol from an array of options to communicate a choice of activities. Ex. Use communication devices to communicate using language. Eleventh-Twelfth Grade English Language Arts Standards: Language CCSS Grade-Level Standards Common Core Essential Elements Range of Complexity Conventions of Standard English. L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes EEL.11-12.1. Demonstrate standard English grammar and usage when communicating. Use conversations of standard English when needed. EEL.11-12.1.a. Apply understandings that conventions of English are required in some forms of communication (e.g., writing a letter to advocate for something) but not in others (e.g., writing an e-mail or a text message to a friend). Ex. Use different sentence structures and word choices for different forms of writing. Ex. Write a text or instant message effectively selecting the few words that best communicate the message. Ex. Use AAC device to compose short, telegraphic messages in informal, face-to-face communication but composes complete messages when writing (e.g., Asks friend, “Game today?” when speaking, but writes an to another friend, “Wanna go to the game tonight?”). EEL.11-12.1.a. Write a variety of forms of communication to accomplish