Standards are the floor. Mastery and understanding are the goal.

Explore how each subject becomes a coherent sequence of knowledge, reasoning, practice, and transfer—not a disconnected checklist.

Grade 12 Language Arts

68 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.11-12.1

Cite evidence and determine where a text leaves matters uncertain — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.2

Analyze multiple interacting themes — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of author's choices developing story elements — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama, such as where a story is set, how the action is ordered, and how the characters are introduced and developed. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama, such as where a story is set, how the action is ordered, and how the characters are introduced and developed. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama, such as where a story is set, how the action is ordered, and how the characters are introduced and developed. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama, such as where a story is set, how the action is ordered, and how the characters are introduced and developed. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.4

Analyze the impact of fresh, engaging, or beautiful language — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.5

Analyze structural choices' contribution to meaning and aesthetics — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.6

Distinguish what is stated from what is really meant — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant, such as satire, sarcasm, irony, or understatement. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant, such as satire, sarcasm, irony, or understatement. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant, such as satire, sarcasm, irony, or understatement. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant, such as satire, sarcasm, irony, or understatement. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a source text — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.9

Analyze foundational American literature across periods — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Literature · CCSS.ELA-LITERACY.RL.11-12.10

Read grade 11-CCR complexity literature — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.1

Cite evidence and determine where a text leaves matters uncertain — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.2

Analyze multiple interacting central ideas — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.3

Analyze a complex set of ideas or sequence of events — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.4

Analyze how an author refines a key term — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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 over the course of a text. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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 over the course of a text. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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 over the course of a text. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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 over the course of a text. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.5

Evaluate the effectiveness of an author's structural choices — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.6

Analyze how style and content contribute to persuasive power — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.7

Integrate and evaluate sources to address a question or problem — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.8

Evaluate reasoning in seminal U.S. texts — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to delineate and evaluate the reasoning in seminal u.s. texts, including the application of constitutional principles and use of legal reasoning, and the premises, purposes, and arguments in works of public advocacy. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: delineate and evaluate the reasoning in seminal u.s. texts, including the application of constitutional principles and use of legal reasoning, and the premises, purposes, and arguments in works of public advocacy. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: delineate and evaluate the reasoning in seminal u.s. texts, including the application of constitutional principles and use of legal reasoning, and the premises, purposes, and arguments in works of public advocacy. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: delineate and evaluate the reasoning in seminal u.s. texts, including the application of constitutional principles and use of legal reasoning, and the premises, purposes, and arguments in works of public advocacy. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.9

Analyze foundational U.S. documents across centuries — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to analyze seventeenth-, eighteenth-, and nineteenth-century foundational u.s. documents of historical and literary significance for their themes, purposes, and rhetorical features. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: analyze seventeenth-, eighteenth-, and nineteenth-century foundational u.s. documents of historical and literary significance for their themes, purposes, and rhetorical features. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: analyze seventeenth-, eighteenth-, and nineteenth-century foundational u.s. documents of historical and literary significance for their themes, purposes, and rhetorical features. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: analyze seventeenth-, eighteenth-, and nineteenth-century foundational u.s. documents of historical and literary significance for their themes, purposes, and rhetorical features. across representations and contexts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.11-12.10

Read grade 11-CCR complexity literary nonfiction — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can develop and test a precise interpretation against strong textual evidence while fulfilling this expectation: 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. across representations and contexts.
  2. 2I can synthesize passages, structural choices, and tensions in a complex text while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can transfer the expectation to an unfamiliar text and defend the analysis against a plausible alternative: 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. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.1

Write arguments with valid reasoning and sufficient evidence — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.2

Write informative texts examining complex ideas — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: 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. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: 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. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: 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. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.3

Write narratives with effective technique and well-chosen details — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.4

Produce writing appropriate to task, purpose, audience — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.5

Strengthen writing addressing what is most significant — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: 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. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: 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. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: 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. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.6

Update writing products in response to ongoing feedback — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: 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. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: 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. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: 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. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.7

Conduct research projects synthesizing multiple sources — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: 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. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: 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. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: 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. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.8

Assess source strengths and limitations avoiding overreliance — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: 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. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: 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. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: 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. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.9

Draw evidence from literary or informational texts — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.
Writing · CCSS.ELA-LITERACY.W.11-12.10

Write routinely for a range of tasks and audiences — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can plan a sustained piece whose purpose, audience, evidence, and form fulfill this expectation: 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. across representations and contexts.
  2. 2I can draft a coherent text that integrates evidence and fulfills this expectation: 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. across representations and contexts.
  3. 3I can substantively revise, precisely edit, and publish an unfamiliar task that fulfills this expectation: 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. across representations and contexts.
Speaking Listening · CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate in discussions persuasively — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can prepare relevant evidence and evaluate the claims needed to fulfill this expectation: initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. across representations and contexts.
  2. 2I can respond to competing ideas, clarify reasoning, and build a productive exchange while fulfilling this expectation: initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. across representations and contexts.
  3. 3I can independently adapt and defend the communication for an unfamiliar audience while fulfilling this expectation: initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. across representations and contexts.
Speaking Listening · CCSS.ELA-LITERACY.SL.11-12.2

Integrate sources noting discrepancies to inform decisions — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting discrepancies among the data. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can prepare relevant evidence and evaluate the claims needed to fulfill this expectation: integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting discrepancies among the data. across representations and contexts.
  2. 2I can respond to competing ideas, clarify reasoning, and build a productive exchange while fulfilling this expectation: integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting discrepancies among the data. across representations and contexts.
  3. 3I can independently adapt and defend the communication for an unfamiliar audience while fulfilling this expectation: integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting discrepancies among the data. across representations and contexts.
Speaking Listening · CCSS.ELA-LITERACY.SL.11-12.3

Evaluate stance, premises, and tone in a speaker's rhetoric — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can prepare relevant evidence and evaluate the claims needed to fulfill this expectation: 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. across representations and contexts.
  2. 2I can respond to competing ideas, clarify reasoning, and build a productive exchange while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can independently adapt and defend the communication for an unfamiliar audience while fulfilling this expectation: 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. across representations and contexts.
Speaking Listening · CCSS.ELA-LITERACY.SL.11-12.4

Present with a clear perspective addressing alternative views — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can prepare relevant evidence and evaluate the claims needed to fulfill this expectation: 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. across representations and contexts.
  2. 2I can respond to competing ideas, clarify reasoning, and build a productive exchange while fulfilling this expectation: 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. across representations and contexts.
  3. 3I can independently adapt and defend the communication for an unfamiliar audience while fulfilling this expectation: 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. across representations and contexts.
Speaking Listening · CCSS.ELA-LITERACY.SL.11-12.5

Make strategic use of digital media in presentations — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can prepare relevant evidence and evaluate the claims needed to fulfill this expectation: make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. across representations and contexts.
  2. 2I can respond to competing ideas, clarify reasoning, and build a productive exchange while fulfilling this expectation: make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. across representations and contexts.
  3. 3I can independently adapt and defend the communication for an unfamiliar audience while fulfilling this expectation: make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. across representations and contexts.
Speaking Listening · CCSS.ELA-LITERACY.SL.11-12.6

Adapt speech demonstrating command of formal English — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to adapt speech to a variety of contexts and tasks, demonstrating a command of formal english when indicated or appropriate. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can prepare relevant evidence and evaluate the claims needed to fulfill this expectation: adapt speech to a variety of contexts and tasks, demonstrating a command of formal english when indicated or appropriate. across representations and contexts.
  2. 2I can respond to competing ideas, clarify reasoning, and build a productive exchange while fulfilling this expectation: adapt speech to a variety of contexts and tasks, demonstrating a command of formal english when indicated or appropriate. across representations and contexts.
  3. 3I can independently adapt and defend the communication for an unfamiliar audience while fulfilling this expectation: adapt speech to a variety of contexts and tasks, demonstrating a command of formal english when indicated or appropriate. across representations and contexts.
Language · CCSS.ELA-LITERACY.L.11-12.1

Resolve issues of complex or contested usage — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including applying an understanding of language to resolve issues of complex or contested usage. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can analyze how grammar, usage, vocabulary, and style function in authentic context to fulfill this expectation: demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including applying an understanding of language to resolve issues of complex or contested usage. across representations and contexts.
  2. 2I can apply and justify precise language choices while revising a complex text to fulfill this expectation: demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including applying an understanding of language to resolve issues of complex or contested usage. across representations and contexts.
  3. 3I can independently transfer this language expectation across academic, professional, and creative genres: demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including applying an understanding of language to resolve issues of complex or contested usage. across representations and contexts.
Language · CCSS.ELA-LITERACY.L.11-12.2

Observe hyphenation and spelling conventions — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including observing hyphenation conventions and spelling correctly. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can analyze how grammar, usage, vocabulary, and style function in authentic context to fulfill this expectation: demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including observing hyphenation conventions and spelling correctly. across representations and contexts.
  2. 2I can apply and justify precise language choices while revising a complex text to fulfill this expectation: demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including observing hyphenation conventions and spelling correctly. across representations and contexts.
  3. 3I can independently transfer this language expectation across academic, professional, and creative genres: demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including observing hyphenation conventions and spelling correctly. across representations and contexts.
Language · CCSS.ELA-LITERACY.L.11-12.3

Vary syntax for effect — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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, including varying syntax for effect. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can analyze how grammar, usage, vocabulary, and style function in authentic context to fulfill this expectation: 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, including varying syntax for effect. across representations and contexts.
  2. 2I can apply and justify precise language choices while revising a complex text to fulfill this expectation: 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, including varying syntax for effect. across representations and contexts.
  3. 3I can independently transfer this language expectation across academic, professional, and creative genres: 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, including varying syntax for effect. across representations and contexts.
Language · CCSS.ELA-LITERACY.L.11-12.4

Determine meanings using context, patterns, and references — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can analyze how grammar, usage, vocabulary, and style function in authentic context to fulfill this expectation: 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. across representations and contexts.
  2. 2I can apply and justify precise language choices while revising a complex text to fulfill this expectation: 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. across representations and contexts.
  3. 3I can independently transfer this language expectation across academic, professional, and creative genres: 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. across representations and contexts.
Language · CCSS.ELA-LITERACY.L.11-12.5

Analyze nuances between words with similar denotations — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including analyzing nuances in the meaning of words with similar denotations. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can analyze how grammar, usage, vocabulary, and style function in authentic context to fulfill this expectation: demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including analyzing nuances in the meaning of words with similar denotations. across representations and contexts.
  2. 2I can apply and justify precise language choices while revising a complex text to fulfill this expectation: demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including analyzing nuances in the meaning of words with similar denotations. across representations and contexts.
  3. 3I can independently transfer this language expectation across academic, professional, and creative genres: demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including analyzing nuances in the meaning of words with similar denotations. across representations and contexts.
Language · CCSS.ELA-LITERACY.L.11-12.6

Acquire vocabulary at the college and career readiness level — Grade 12 Capstone

Independently independently synthesize, transfer, and demonstrate with college- and career-ready precision how to 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. across representations and contexts. across representations and contexts.

Component progression

  1. 1I can analyze how grammar, usage, vocabulary, and style function in authentic context to fulfill this expectation: 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. across representations and contexts.
  2. 2I can apply and justify precise language choices while revising a complex text to fulfill this expectation: 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. across representations and contexts.
  3. 3I can independently transfer this language expectation across academic, professional, and creative genres: 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. across representations and contexts.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.1

Advanced Rhetoric and Composition: 1

Independently analyze rhetorical situations across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze rhetorical situations using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to analyze rhetorical situations.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to analyze rhetorical situations to an unfamiliar context.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.2

Advanced Rhetoric and Composition: 2

Independently evaluate claims and evidence across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to evaluate claims and evidence using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to evaluate claims and evidence.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to evaluate claims and evidence to an unfamiliar context.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.3

Advanced Rhetoric and Composition: 3

Independently analyze reasoning and organization across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze reasoning and organization using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to analyze reasoning and organization.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to analyze reasoning and organization to an unfamiliar context.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.4

Advanced Rhetoric and Composition: 4

Independently analyze style and rhetorical choices across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze style and rhetorical choices using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to analyze style and rhetorical choices.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to analyze style and rhetorical choices to an unfamiliar context.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.5

Advanced Rhetoric and Composition: 5

Independently develop defensible arguments across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to develop defensible arguments using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to develop defensible arguments.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to develop defensible arguments to an unfamiliar context.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.6

Advanced Rhetoric and Composition: 6

Independently synthesize evidence from multiple sources across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to synthesize evidence from multiple sources using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to synthesize evidence from multiple sources.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to synthesize evidence from multiple sources to an unfamiliar context.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.7

Advanced Rhetoric and Composition: 7

Independently revise writing for purpose, audience, and precision across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to revise writing for purpose, audience, and precision using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to revise writing for purpose, audience, and precision.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to revise writing for purpose, audience, and precision to an unfamiliar context.
Advanced Rhetoric Composition · AP.ELA.AP.LANGUAGE.8

Advanced Rhetoric and Composition: 8

Independently research and cite sources ethically across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to research and cite sources ethically using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to research and cite sources ethically.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to research and cite sources ethically to an unfamiliar context.
Advanced Literary Analysis · AP.ELA.AP.LITERATURE.1

Advanced Literature and Composition: 1

Independently analyze character, setting, and structure across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze character, setting, and structure using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to analyze character, setting, and structure.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to analyze character, setting, and structure to an unfamiliar context.
Advanced Literary Analysis · AP.ELA.AP.LITERATURE.2

Advanced Literature and Composition: 2

Independently analyze narration and point of view across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze narration and point of view using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to analyze narration and point of view.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to analyze narration and point of view to an unfamiliar context.
Advanced Literary Analysis · AP.ELA.AP.LITERATURE.3

Advanced Literature and Composition: 3

Independently interpret figurative language and imagery across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to interpret figurative language and imagery using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to interpret figurative language and imagery.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to interpret figurative language and imagery to an unfamiliar context.
Advanced Literary Analysis · AP.ELA.AP.LITERATURE.4

Advanced Literature and Composition: 4

Independently analyze relationships among form, meaning, and tone across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze relationships among form, meaning, and tone using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to analyze relationships among form, meaning, and tone.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to analyze relationships among form, meaning, and tone to an unfamiliar context.
Advanced Literary Analysis · AP.ELA.AP.LITERATURE.5

Advanced Literature and Composition: 5

Independently develop evidence-based literary interpretations across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to develop evidence-based literary interpretations using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to develop evidence-based literary interpretations.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to develop evidence-based literary interpretations to an unfamiliar context.
Advanced Literary Analysis · AP.ELA.AP.LITERATURE.6

Advanced Literature and Composition: 6

Independently compare texts across periods and traditions across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to compare texts across periods and traditions using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to compare texts across periods and traditions.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to compare texts across periods and traditions to an unfamiliar context.
Advanced Literary Analysis · AP.ELA.AP.LITERATURE.7

Advanced Literature and Composition: 7

Independently revise literary analysis for complexity and precision across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to revise literary analysis for complexity and precision using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to revise literary analysis for complexity and precision.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to revise literary analysis for complexity and precision to an unfamiliar context.
Advanced College Composition · EEP-ADV.ELA.COLLEGE.COMPOSITION.1

College Composition: 1

Independently develop sustained analytical essays across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to develop sustained analytical essays using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to develop sustained analytical essays.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to develop sustained analytical essays to an unfamiliar context.
Advanced College Composition · EEP-ADV.ELA.COLLEGE.COMPOSITION.2

College Composition: 2

Independently integrate sources into an original line of reasoning across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to integrate sources into an original line of reasoning using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to integrate sources into an original line of reasoning.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to integrate sources into an original line of reasoning to an unfamiliar context.
Advanced College Composition · EEP-ADV.ELA.COLLEGE.COMPOSITION.3

College Composition: 3

Independently adapt genre, style, and organization to audience across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to adapt genre, style, and organization to audience using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to adapt genre, style, and organization to audience.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to adapt genre, style, and organization to audience to an unfamiliar context.
Advanced College Composition · EEP-ADV.ELA.COLLEGE.COMPOSITION.4

College Composition: 4

Independently conduct iterative drafting and substantive revision across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to conduct iterative drafting and substantive revision using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to conduct iterative drafting and substantive revision.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to conduct iterative drafting and substantive revision to an unfamiliar context.
Advanced College Composition · EEP-ADV.ELA.COLLEGE.COMPOSITION.5

College Composition: 5

Independently apply academic citation and research ethics across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to apply academic citation and research ethics using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to apply academic citation and research ethics.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to apply academic citation and research ethics to an unfamiliar context.
Advanced College Composition · EEP-ADV.ELA.COLLEGE.COMPOSITION.6

College Composition: 6

Independently create a polished multidisciplinary writing portfolio across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to create a polished multidisciplinary writing portfolio using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to create a polished multidisciplinary writing portfolio.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to create a polished multidisciplinary writing portfolio to an unfamiliar context.
Advanced Research Seminar · EEP-ADV.ELA.RESEARCH.SEMINAR.1

Advanced Research Seminar: 1

Independently frame a significant research question across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to frame a significant research question using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to frame a significant research question.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to frame a significant research question to an unfamiliar context.
Advanced Research Seminar · EEP-ADV.ELA.RESEARCH.SEMINAR.2

Advanced Research Seminar: 2

Independently design a feasible and ethical inquiry across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to design a feasible and ethical inquiry using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to design a feasible and ethical inquiry.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to design a feasible and ethical inquiry to an unfamiliar context.
Advanced Research Seminar · EEP-ADV.ELA.RESEARCH.SEMINAR.3

Advanced Research Seminar: 3

Independently evaluate scholarly conversations and methods across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to evaluate scholarly conversations and methods using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to evaluate scholarly conversations and methods.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to evaluate scholarly conversations and methods to an unfamiliar context.
Advanced Research Seminar · EEP-ADV.ELA.RESEARCH.SEMINAR.4

Advanced Research Seminar: 4

Independently analyze qualitative and quantitative evidence across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze qualitative and quantitative evidence using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to analyze qualitative and quantitative evidence.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to analyze qualitative and quantitative evidence to an unfamiliar context.
Advanced Research Seminar · EEP-ADV.ELA.RESEARCH.SEMINAR.5

Advanced Research Seminar: 5

Independently present and defend an original conclusion across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to present and defend an original conclusion using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to present and defend an original conclusion.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to present and defend an original conclusion to an unfamiliar context.
Advanced Research Seminar · EEP-ADV.ELA.RESEARCH.SEMINAR.6

Advanced Research Seminar: 6

Independently publish a transparent capstone with limitations across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to publish a transparent capstone with limitations using an authentic supplied text or composition; demonstrate the relevant language choices and reasoning instead of merely naming the skill.
  2. 2I can develop a precise interpretation, response, or composition supported by relevant evidence in order to publish a transparent capstone with limitations.
  3. 3I can independently revise for precision and transfer the reading, writing, language, speaking, or listening decisions needed to publish a transparent capstone with limitations to an unfamiliar context.
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