High School ELA Wisconsin Standards

Conventions of Standard English

Vocabulary Acquisition & Use

Knowledge of Language

Language

Presentation of Knowledge & Ideas

Comprehension & Collaboration

Speaking and Listening

Inquiry to Build & Present Knowledge

Production & Distribution of Writing

Text Types & Purposes

Writing

Integration of Knowledge & Ideas

Craft & Structure

Key Ideas & Details

Reading

Use language to achieve desired outcomes when communicating.

Notice that standardized English is only one dialect of many and has a specific history that is implicated in power relationships.

Notice the language demands of a writing/speaking situation (i.e. formal, informal) and respond in an appropriate way.

Continue to develop metacognitive awareness as writers and speakers by explaining the reasons for language choices

Not applicable

Demonstrate knowledge of word meanings.

Use context to determine the meaning of unknown words.

Identify and use root words and the words that result when affixes are added or removed.

Consult reference materials (dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading.

Demonstrate understanding of word relationships and use.

Interpret common figures of speech.

Determine the intended meaning of multiple meaning words.

Use general academic and domain specific words and phrases across contexts.

Demonstrate standardized English grammar and usage when communicating.

Use conventions of standard English when needed.

Not applicable

Use a variety of parts of speech (nouns, verbs, pronouns, adjectives, and prepositions) in writing or communication to convey information.

Demonstrate understanding of conventions of standardized English.

Demonstrate conventions of standard English including capitalization, ending punctuation, and spelling when writing.

Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.

Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understandings. (RI&RL)

Recount the main events or ideas of a text which are related to the theme or central idea. (RI&RL)

Determine how characters, individuals, settings, ideas, or events change over the course of the text. (RI&RL)

Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning. (RI&RL)

Use a text’s ending (e.g., story (RL)) or structure (e.g, informational (RI) and determine its impact on meaning of the text as a whole.

Determine author’s point of view and compare and contrast it with own point of view. (RI&RL)

Compare two or more interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a story, drama, or poem. (RL) Analyze information presented in different media on related topics to answer questions or solve problems. (RI)

Determine whether the claims and reasoning enhance the author’s argument in a text. (RI)

Evaluate the quality of texts; make connections to other texts, ideas, cultural perspectives, identities, eras, and personal events or situations. (RI&RL)

Engage in collaborative discussions

Prepare evidence for discussions by collecting information on the topic and be able to explain it.

Work with peers to set norms and goals for discussions and reflect on the conversation.

Ask and answer questions to verify or clarify own ideas and understandings during a discussion.

Respond appropriately to agreements and disagreements in a discussion.

Determine the credibility and accuracy of information presented across diverse media or formats.

Determine whether the claims and reasoning enhance the speaker’s argument on a topic.

Present an argument on a topic using an organization appropriate to the purpose, audience, and task.

Use digital media strategically (e.g.,textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest.

With guidance and support as needed, use dictating, or writing to compose writing for a variety of high stakes and low-stakes purposes.

With guidance and support, use writing and/or dictation to write in a variety of modes:

Write an argument or literary analysis with a clearly stated claim and valid and sufficient reasons to support the claim. Organize reasons logically and develop the claim fairly.

Write informative texts which introduce a topic and provide well chosen facts, details, quotes, and/or multimedia content to develop the topic and convey information clearly and accurately.Provide a concluding statement.

Write narratives to convey events and experiences, real or imagined. Include dialogue, relevant details, characterization, and tell about the events and in a logical sequence.

Use a combination of drawing, dictating and writing to create a text that includes an introduction, body, and conclusion, uses words that convey specific details, transitions to link and build connections, and temporal words to signal event order.

Produce clear and coherent writing that is appropriate to a particular task, purpose, and audience.

With guidance and support from adults and peers as needed, plan before writing, produce writing for a specific purpose and focused on a planned topic, and revise and edit their own writing, dictation, or pictures.

Make intentional decisions about technology use (including paper and pencil, internet, audio, visual, and/or other interactive formats) to produce, publish, and update individual or shared writing products. Proficiently produce writing through printing, cursive, and/or typing.

With guidance and support as needed, conduct inquiry projects to answer a question or solve a problem using information from multiple sources.

Write answers to research questions by selecting relevant information from multiple resources.

With guidance and support from adults, draw evidence from literary or informational texts to support reflection, analysis or inquiry questions based on a reading of a literary or informational text.

Conventions of Standard English

Vocabulary Acquisition & Use

Knowledge of Language

Language

Presentation of Knowledge & Ideas

Comprehension & Collaboration

Speaking and Listening

Inquiry to Build & Present Knowledge

Production & Distribution of Writing

Text Types & Purposes

Writing

Integration of Knowledge & Ideas

Craft & Structure

Key Ideas & Details

Reading

Use language to achieve desired outcomes when communicating.

Notice that standardized English is only one dialect of many and has a specific history that is implicated in power relationships.

Notice the language demands of a writing/speaking situation (i.e. formal, informal) and respond in an appropriate way.

Continue to develop metacognitive awareness as writers and speakers by explaining the reasons for language choices.

Not applicable

Demonstrate knowledge of word meanings.

Use context to determine the meaning of unknown.

Identify and use root words and the words that result when affixes are added or removed.

Consult reference materials (dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading.

Interpret common figures of speech.

Determine the intended meaning of multiple meaning words.

Use general academic and domain specific words and phrases across contexts.

Demonstrate standardized English grammar and usage when communicating.

Not applicable

Use a variety of parts of speech (nouns, verbs, pronouns, adjectives, and prepositions) in writing or communication to convey information.

Demonstrate understanding of conventions of standardized English.

Use a comma and conjunction to combine two simple sentences.

Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.

Demonstrate understanding of word relationships and use.

Determine which citations demonstrate what the text says explicitly as well as inferentially.

Given the theme or central idea, recount related events and details (including character and setting details for literary texts).

Determine logical connections between characters, individuals, ideas, or events in a text.

Determine the meaning of words and phrases as they are used in text, including common idioms, analogies, and figures of speech.

Identify where a text deviates from a chronological presentation of events (RL) and locate sentences that support an author’s central idea or claim

Determine author’s point of view and compare with own point of view.

Compare and contrast the representation of a subject or topic in two different formats.

Determine how the specific claims support the argument made in a text.

Make informed judgements about text; make connections to other texts, ideas, cultural perspectives, identities, eras, and personal events or situations.

Engage in collaborative discussions.

Prepare evidence for discussions by collecting information on the topic and be able to explain it.

Work with adults and peers to set norms for discussions, and reflect on the conversation.

Relate the topic of discussion to broader themes or ideas and acknowledge other perspectives.

Indicate agreement or disagreement with others during discussions.

Determine the credibility of information presented in diverse media or formats.

Determine the speaker's point of view on a topic.

Present an argument on a topic with logically organized claims, reasons, and evidence.

Use digital media (e.g.,textual, graphical, audio, visual, and interactive elements) in presentations to support understanding.

With guidance and support as needed, use dictating, or writing to compose writing for a variety of high-stakes and low stakes purposes.

With guidance and support, use writing and/or dictation to write in a variety of modes:

Write an argument or literary analysis with a clearly stated claim and valid reasons to support the claim. Organize reasons logically and develop the claim fairly.

Write informative texts which introduce a topic and provide well chosen facts, details, and/or multimedia content to develop the topic and convey information clearly and accurately.Provide a concluding statement.

Write narratives to convey events and experiences, real or imagined. Include dialogue, relevant details, character descriptions, and tell about the events and in a logical sequence.

Use a combination of drawing, dictating and writing to create a text that includes an introduction, body, and conclusion, uses words that convey specific details, transitions to link and build connections, and temporal words to signal event order.

Produce writing that is appropriate for the task, purpose, and audience.

With guidance and support from adults and peers as needed, plan before writing, produce writing for a specific purpose and focused on a planned topic, and revise and edit their own writing, dictation, or pictures.

Make intentional decisions about technology use (including paper and pencil, internet, audio, visual, and/or other interactive formats)to produce, publish, and update individual or shared writing products. Proficiently produce writing through printing, cursive, and/or typing.

With guidance and support as needed, conduct inquiry projects to answer a question or solve a problem.

Write answers to research questions by selecting relevant information from multiple resources.

With guidance and support from adults, draw evidence from literary or informational texts to support reflection, analysis or inquiry questions based on a reading of a literary or informational text.

Conventions of Standardized English

Vocabulary Acquisition and Use

Knowledge of Language

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Inquiry to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading

Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.

Recognize that standardized English is only one dialect of many and has a specific history that is implicated in power relationships.

Develop communicative competence by effectively determining and appropriately responding to the language demands of varied situations (i.e., effectively consider the relationship between your intent as an author and the context, purpose, genre, and audience needs when writing and speaking).

Develop metacognitive awareness as writers and speakers, justifying and evaluating the effectiveness and appropriateness of language and genre choices.

Recognize standardized guidelines and style manuals exist for various disciplines (e.g., MLA in English; APA in Education, Science, and Psychology); write and edit work so that it conforms to the expectations of the discipline and writing situation.

Apply an understanding of syntax to the study of complex texts when reading; vary syntax for effect when writing.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

Determine the pronunciation, precise meaning, part of speech, etymology and standardized usage of words; verify by consulting general and specialized print and digital reference materials as appropriate.

Determine and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Determine the denotative, connotative, and figurative meanings of words and phrases used in texts; analyze nuances in the meaning of words with similar denotations.

Analyze the cumulative impact of specific word choices on the meaning, tone, and effectiveness of a response; consider words with multiple meanings, language that is particularly engaging or beautiful, and reading, writing, and speaking situations that seamlessly integrate linguistic diversity, ideas, and cultures.

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; make intentional vocabulary choices appropriate to the context and situation.

Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with:

Recognize that conventions (i.e., aspects of punctuation, layout, and formatting within a particular genre) are the result of agreed upon usage.

Identify ways in which usage and conventions vary and are sometimes contested.

Resolve issues of complex or contested usage by consulting appropriate references (e.g., Merriam-Webster's Dictionary of English Usage, Dictionary of American Regional English).

Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with:

Use sophisticated punctuation and capitalization techniques as appropriate to situation and genre (e.g., brackets and italics in research; capitalization expressing extended meaning in poetry).

Spell correctly.

Cite relevant textual evidence that strongly supports analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration.

Objectively and accurately summarize a complex text to determine two or more themes or central ideas and analyze their development, including how they emerge and are shaped and refined by specific details.

In literary texts, analyze the impact of the author's choices.<ul><li>In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop.</li></ul>

Determine the meaning of words and phrases, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text.

In literary texts, analyze how varied aspects of structure create meaning and affect the reader.<ul><li>In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal.</li></ul>

Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). Explain how an author's geographic location, identity, and culture affect perspective. (RI&RL)

In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source.<ul><li>In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question or solve a problem.</li></ul>

Delineate and evaluate an argument in applicable texts, applying a lens (e.g., constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient.

Choose and develop criteria to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, identities, eras, and personal experiences.

Initiate and participate effectively in a range of collaborative discussions (one- on- one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas and expressing their own clearly.

Come to discussions prepared, explicitly draw on that preparation by referring to evidence from texts and other research on the topic, text or issue. Support analysis by making connections, paraphrasing, clarifying, or explaining the evidence.

Work with peers to promote civil, democratic discussions and decision-making and set clear goals. Reflect on progress as an individual and as a group.

Propel conversations by posing and engaging with questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions. Promote and seek to understand multiple, divergent, and creative perspectives.

Engage thoughtfully with diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Analyze and synthesize multiple sources of information presented in diverse media or formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source noting discrepancies among data.

Understand and 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.

Present information, findings, and supporting evidence, conveying perspective, such that listeners can follow the reasoning, alternative or opposing perspectives addressed, and the organization. Intentionally utilize development, substance, and style appropriate to purpose, audience, and situation.

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

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Write text in a variety of modes:

Write arguments and literary analysis to support claims in an analysis of substantive topics or texts. Establish the significance of the claim(s) using valid reasoning. literary theory and relevant and sufficient evidence which introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Write informative texts that examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content by introducing a topic; organizing complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; thoroughly developing the topic by selecting the most significant and relevant well-chosen facts, extended definitions, concrete details, quotations, and other information and examples appropriate to the audience's knowledge of the topic.

Write narratives that develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences that organize an event sequence logically. Engages and orients the reader by establishing a context and point of view and introducing a narrator or characters; using techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Create writing that utilizes:

Organization: introduce a topic; organize complex ideas, concepts, analysis, information and claims, so that each new element builds on that which precedes it to create a unified whole. Establish and maintain a structure and conventions consistent with the mode of writing. Provide a concluding statement or section that follows from and supports the topic, themes, and experiences presented in the text.

Transitions: use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Word Choice (including domain specific): use culturally-sustaining language and domain-specific vocabulary to manage the complexity of the topic. Use techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Produce clear and coherent writing in which the development, organization, and style are culturally-sustaining and rhetorically authentic to task, purpose, and audience.

Develop and strengthen writing (collaboratively and individually) 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.

Make informed and intentional decisions about technology use (including paper and pencil, internet, audio, visual, multilingual, multimodal, mobile, and/or other interactive formats) to engage in authentic rhetorical tasks for specific purposes and audiences. Such decisions include assessing particular technologies' affordances for:

connecting writers and readers,

producing accessible experiences for specific audiences, and

dynamically and flexibly matching modes with ideas to communicate with readers.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem that is rhetorically authentic and culturally-sustaining; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Conventions of Standardized English

Vocabulary Acquisition and Use

Knowledge of Language

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Inquiry to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading

Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.

Recognize that standardized English is only one dialect of many and has a specific history that is implicated in power relationships.

Develop communicative competence by effectively determining and appropriately responding to the language demands of varied situations (i.e., effectively consider the relationship between your intent as an author and the context, purpose, genre, and audience needs of writing and speaking situations).

Develop metacognitive awareness as writers and speakers, justifying and evaluating the effectiveness of language choices.

Recognize standardized guidelines and style manuals exist for various disciplines (e.g., Modern Language Association [MLA] in English; American Psychological Association [APA] in Education, Science, and Psychology); write and edit work so that it conforms to the expectations of the discipline and writing situation.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

Determine the pronunciation, precise meaning, part of speech, and etymology of words; verify by consulting general and specialized print and digital reference materials as appropriate.

Determine and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Determine the denotative, connotative, and figurative meanings of words and phrases used in texts; analyze nuances in the meaning of words with similar denotations.

Analyze the cumulative impact of specific word choices on meaning, tone, and the effectiveness of a response (e.g., how the language evokes a sense of time, place, and culture; how it sets a formal or informal tone).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; make intentional vocabulary choices appropriate to the context and situation.

Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with:

Use parallel structure.

Convey specific meanings and add variety and interest to writing and presentations through the use of various types of phrases (e.g., noun, verb, adjectival, and prepositional) and clauses (e.g., independent, dependent, and adverbial).

Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with:

Use colons and semicolons appropriately.

Spell correctly.

Cite relevant textual evidence that strongly supports analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for further exploration.

Objectively and accurately summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze its development, including how it emerges and is shaped and refined by specific details.

In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme.<ul><li>In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist.</li></ul>

Determine the meaning of words and phrases, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres.

In literary texts, consider how varied aspects of structure create meaning and affect the reader.<ul><li>In informational texts, consider how the author's intent influences particular sentences, paragraphs, or sections.</li></ul>

Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). Explain how an author's geographic location, identity, and culture affect perspective. (RI&RL)

Analyze how a subject and/or content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account (e.g., analyze the representation of a subject and/or content or key scene in two different formats).

Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient.

Choose and develop criteria to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, identities, eras, and personal experiences.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas and expressing their own clearly.

Come to discussions prepared, explicitly draw on that preparation by referring to evidence from texts and other research on the topic, text or issue. Support analysis by making connections, paraphrasing, clarifying, or explaining the evidence.

Work with peers to set norms for collegial discussions, decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views) and clear goals as needed. Reflect on progress as an individual and as a group.

Propel conversations by posing and engaging with questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Promote multiple and divergent perspectives.

Engage thoughtfully with diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Analyze and synthesize multiple sources of information presented in diverse media or formats to determine credibility and accuracy of each source.

Understand and evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Present information, findings, and supporting evidence such that listeners can follow the reasoning and organization. Intentionally utilize development, substance, and style appropriate to purpose, audience, and situation.

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

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Write text in a variety of modes:

Write arguments and literary analysis to support claims in an analysis of substantive topics or texts, using valid reasoning, literary theory, and relevant and sufficient evidence which introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Write informative texts that examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content by introducing a topic; organizing complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, and other information and examples appropriate to the audience's knowledge of the topic.

Write narratives that develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences that organize an event sequence logically. Engages and orients the reader by establishing a context and point of view and introducing a narrator or characters; using techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Create writing that utilizes:

Organization: introduce a topic; organize complex ideas, concepts, analysis, information and claims to make important connections and distinctions. Establish and maintain a structure and conventions consistent with the mode of writing. Provide a concluding statement or section that follows from and supports the topic, themes, and experiences presented in the text.

Transitions: use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Word Choice (including domain specific): use culturally-sustaining language and domain-specific vocabulary to manage the complexity of the topic. Use telling details, and sensory language to convey a vivid picture of thoughts, ideas and experiences.

Produce clear and coherent writing in which the development, organization, and style are culturally-sustaining and rhetorically authentic to task, purpose, and audience.

Develop and strengthen writing (collaboratively and individually) 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.

Make informed and intentional decisions about technology use (including paper and pencil, internet, audio, visual, multilingual, multimodal, mobile, and/or other interactive formats) to engage in authentic rhetorical tasks for specific purposes and audiences. Such decisions include assessing particular technologies' affordances for:

connecting writers and readers,

producing accessible experiences for specific audiences, and

dynamically and flexibly matching modes with ideas to communicate with readers.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem that is rhetorically authentic and culturally-sustaining; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital, academic and popular sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.