Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Respond thoughtfully to 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Provide a concluding statement or section that follows from and supports the argument presented.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11���12 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Respond thoughtfully to 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience�۪s knowledge level, concerns, values, and possible biases.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Provide a concluding statement or section that follows from and supports the argument presented.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Key Ideas and Details.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Key Ideas and Details.
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Range of Writing.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Text Types and Purposes.
Standard: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Text Types and Purposes.
Standard: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Text Types and Purposes.
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Text Types and Purposes.
Standard: Provide a concluding statement or section that follows from and supports the argument presented.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Text Types and Purposes.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Text Types and Purposes.
Standard: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment:
Not Rated
(0 users)
Cluster: Production and Distribution of Writing.
Standard: 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Degree of Alignment:
Not Rated
(0 users)
Cluster: Production and Distribution of Writing.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Research to Build and Present Knowledge.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Research to Build and Present Knowledge.
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Comprehension and Collaboration.
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Comprehension and Collaboration.
Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Comprehension and Collaboration.
Standard: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Comprehension and Collaboration.
Standard: Respond thoughtfully to 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.
Degree of Alignment:
Not Rated
(0 users)